从认知语言学角度解析中介语的产生及其弊端语言学专业.doc

从认知语言学角度解析中介语的产生及其弊端 内 容 摘 要 中介语是介于母语和目的语之间的过渡性语言，以母语为出发点，不断发展并逐渐向目的语言靠近。在认知语言学中，中介语是指对第二语言习得者使用目的语时所产生的不完全正确的语言系统的描述，是第二语言学习过程中学习者所使用的一种独立的语言系统，在外语学习中发挥重要的作用。但是中介语的学习也存在着一些副作用，最典型的就是由母语负迁移引起的语言僵化现象。因此，学生在中介语知识的基础上，需要综合运用各方面的知识和能力，不断地完善自己的语言行为。 中介语的研究始终对于对于促进第二语言的习得起到不可忽视的作用，我们应该进一步加强对于中介语理论的研究，并思考其对于对外汉语教学的启示。本文将从认知语言学角度详细解析中介语，将问题深入研究，探索中介语相关理论的研究历史和文化背景。根据所获得的资料，并仔细阐释其中介语的产生及其弊端，对于后续研究提供一定借鉴。可以说，中介语的研究对外语学习理论的建立和完善具有举足轻重的作用，有助于大大提高第二语言学习者掌握目标语言的效率。 关键词：中介语；目的语；第二语言；弊端；认知语言学 Cognitive Analysis of the Side Effect of Interlanguage on 2nd Language Learners Thesis Statement This paper will introduce the concept and theory of interlanguage, and analyze its disadvantage and cause, aiming at improving the efficiency of 2nd language learners to be proficient in the target language. Outline I. Introduction A. Research background and method B. Analysis of research status II. Cognitive Framework of Interlanguage A. Cognitive View of 2nd Language Learning B. Cognitive View of Interlanguage III. Countermeasures of Side Effects of Interlanguage A. Attach Importance to Both Input and Output B. Reduce Negative Transfer of Chinese C. Improve Learners’ Enthusiasm and Initiative IV. Conclusion Cognitive Analysis of the Side Effect of Interlanguage on 2nd Language Learners I. Introduction A. Research Background and Method In cognitive linguistics, interlanguage refers to the description of the incomplete correct language system produced by the second language learner when using the target language, and is an independent system of the learner in the second language learning process of language system. Researchers have used the language system of second language learners to describe such things as “approximative systems” and “student’s inherent syllabus of mastering language” (learners built-in Syllabus), “idiosyncratic dialects”, “transitional competence” and other terms(Chomsky,N 22 1965). Interlanguage is a transitional language between the mother tongue and the target language. Starting from the mother tongue, it is constantly developing and gradually approaching the target language. As an independent language system, interlanguage has its own characteristics. Different scholars have different generalizations on the characteristics of interlanguage itself. Throughout the views of scholars, interlanguage is characterized by systemicity, variability, permeability, creativity and petrification. The generation of interlanguage is the result of the influence of multiple psychological factors, that is, the source of interlanguage(Lawton, D 126 1983). Therefore, this thesis will analyze the interlanguage from the perspective of cognitive linguistics, study the problem in depth, and explore the research history as well as cultural background of interlanguage by related theory. By studying the emergence of interlanguage and its side effects, we can understand the general rules of language learning, and promote a process of continuously constructing as well as innovating our own language system to some extent. And educators can also understand the inadequacies of their teaching methods and teaching content. It can be said that the study of interlanguage plays a decisive role in the establishment and improvement of foreign language learning theory. The study of interlanguage theory can be used as a breakthrough in the research of language learning theory. B. Analysis of Research Status 1. Status of Foreign Research Selinker (1969) first used the term “Interlanguage” in his paper “Language Transfer” and published a paper entitled “Interlanguage” in 1972, stating that “interlanguage” is a second language learner constructing in the process of language learning. Since the 1970s, interlanguage theory had become one of the important theories of second language acquisition research. In this period of research, Nemser called this unique language system “approximative system”, and presented the systemic evidence of the foreign language acquisition stage while presenting the triple hypothesis. Corder calls it “idiosyncratic dialect” or “language learners’language”. And he analyzes the rules of individual dialects and target language when different dialects come into contact(Corder 20 1923). The relationship between dialects and personal-specific dialects, as well as the relationship between mother tongue, target language and interlanguage, reveals the explicit and implicit nature of individual-specific dialects. And the process of error analysis can be divided into three stages: pre-system, system, and post-system. Adjemian discusses the systemic, permeable, rigid and iterative characteristics of interlanguage. And some people believe that interlanguage is a natural language that adheres to the same language universality and can be analyzed by standard language techniques. Therefore, interlanguage is not an isolated system, but a language applied to d